Planet Project Earth & Space Science 3/11/2017 Cheryl B. Frazier 55 Cancri e  aka Janssen Planet Project Earth & Space Science 3/11/2017 Cheryl B. Frazier NASA/JPL-Caltech

Exoplanet - 55 Cancri e (55 Cnc e) We are here Andrew Z. Colvin/Wikimedia Commons, with edits by S. Sutherland

Discovered August 30, 2004 Due to change in amount of light measured from star 55 Cancri A Demory et al., from the paper (annotated by Phil Plait)

55 Cancri e International Astronomical Union (IAU) December 2015 Zacharias Janssen   Dutch (Netherlands) Credited with 1st optical telescope Also credited with single lens & compound microscopes unknown

Features Rocky world Graphite surface Diamond inner layers Haven Giguere/Yale University

Temperature Tidally- locked rotation & revolution = 18 hours only one side faces its star at all times. Star facing side > 2000 K “Dark” side < 1400 surface Demory et al., from the paper

Planet Project Planet Project Earth & Space Science 3/11/2017 Cheryl B. Frazier

This exoplanet was found by the spiztar telescope Cancree se5 This exoplanet was found by the spiztar telescope

atmaspere The 2010 paper found that 55 Cancri, a star that hosts five planets, has a carbon-to-oxygen ratio greater than one,” Teske said. “This observation helped motivate a paper last year about the innermost planet of the system, the ‘super-Earth’ 55 Cancri e. Using observations of the planet’s mass and radius to create models of its interior that assumed the same carbon-to-oxygen ratio of the star, the 2012 paper suggested the planet contains more carbon than oxygen.”

exoplanet A planet 40 light-years from our solar system, believed to be the first-ever discovered planet to consist largely of diamond, may in fact be of a less exquisite nature, according to new research led by Johanna Teske from the University of Arizona.

Sources http://www.slate.com/blogs/bad_astronomy/2016/03/31/_55_cancri _e_surface_temperature_mapped_for_the_first_time.html Plait, Phil. "Astronomers Map a Distant Super-Earth, but It’s a Molten Hell." Slate Magazine. N.p., 31 Mar. 2016. Web. 08 Mar. 2017.

Sequencing of Information Text - Font Choice & Formatting CATEGORY 4 3 2 1 Sequencing of Information Information is organized in a clear, logical way. It is easy to anticipate the type of material that might be on the next slide. Most information is organized in a clear, logical way. One slide or item of information seems out of place. Some information is logically sequenced. An occasional slide or item of information seems out of place. There is no clear plan for the organization of information. Content - Accuracy All content throughout the presentation is accurate. There are no factual errors. Most of the content is accurate but there is one piece of information that might be inaccurate. The content is generally accurate, but one piece of information is clearly flawed or inaccurate. Content is typically confusing or contains more than one factual error. Use of Graphics All graphics are attractive (size and colors) and support the theme/content of the presentation. A few graphics are not attractive but all support the theme/content of the presentation. All graphics are attractive but a few do not seem to support the theme/content of the presentation. Several graphics are unattractive AND detract from the content of the presentation. Background Background does not detract from text or other graphics. Choice of background is consistent from card to card and is appropriate for the topic. Background does not detract from text or other graphics. Choice of background is consistent from card to card. Background does not detract from text or other graphics. Background makes it difficult to see text or competes with other graphics on the page. Spelling and Grammar Presentation has no misspellings or grammatical errors. Presentation has 1-2 misspellings, but no grammatical errors. Presentation has 1-2 grammatical errors but no misspellings. Presentation has more than 2 grammatical and/or spelling errors. Text - Font Choice & Formatting Font formats (e.g., color, bold, italic) have been carefully planned to enhance readability and content. Font formats have been carefully planned to enhance readability. Font formatting has been carefully planned to complement the content. It may be a little hard to read. Font formatting makes it very difficult to read the material.

CATEGORY 5 4 3 2 1 Preparedness   Student(s) is/are completely prepared and has obviously rehearsed. Student is prepared but might have needed a couple more rehearsals. Student is somewhat prepared, but it is clear that rehearsal was lacking. Student is barely prepared to present, and stuggles through the presentation. Student is not at all prepared and needs help to finish the presentation. Speaks Clearly Student speaks clearly and distinctly all (100-95%) the time, and mispronounces no words. Student speaks clearly and distinctly all (100-95%) the time, but mispronounces one word. Student speaks clearly and distinctly most (94-85%) of the time. Mispronounces more than one word but no more than 4 words. Student speaks somewhat distinctly (84-70%) of the time and mispronounces several words Student often mumbles or cannot be understood and often mispronounces words. Volume Volume is loud enough to be heard by all audience members throughout the presentation. Volume is loud enough to be heard by all audience members at least 90% of the time. Volume is loud enough to be heard by all audience members at least 80% of the time. Volume is loud enough to be heard by all audience members at least 70% of the time. Volume is often too soft to be heard by all audience members 60% of the time. Enthusiasm Facial expressions and body language generate a strong interest and enthusiasm about the topic in others. Facial expressions and body language sometimes generate a strong interest and enthusiasm about the topic in others. Facial expressions and body language are used to try to generate enthusiasm, but seem somewhat faked. Very little use of facial expressions or body language. Did not generate much interest in topic being presented. Student rarely used facial expressions or body language. Did not generate any interest in the topic being presented.